• Journal of the Korea Fashion and Costume Design Association
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• v.4 no.3
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• pp.65-73
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• 2002

The purpose of this study was to prepare lesson plans, study aids and multimedia learning materials for the clothing units in TechnologyㆍHome economics of the 7th national curricula. It's also meant to utilize these materials in instruction in order to provide students with more direct and practical learning experience and make them capable of leading a successful life in the 21st century. 1. The teaching plans were mapped out for the clothing units in TechnologyㆍHome economics class for middle school grade 2, which were all covered by eight textbooks: clothing and life(the function of clothes, my attire, wearing a suit, and wearing Korean traditional dress), the preparation of garments(the type of fiber, understanding of stuff, and preparing garments), and cloth care and storage (washing, storage, alteration and recycling). 2. The lesson plans included information on the name of units, period, learning objectives, teaching environment, materials, learning content, introduction, development, remarks, topping off, announcement for next session, and related Web sites. 3. To raise the effect of education, study aids were developed to be appropriate for the units. The lesson plans and study aids for the clothing part of TechnologyㆍHome economics class for middle school grade 2 would serve to help students build the right clothing habits, and are expected to serve as good teaching materials.

• Journal of The Korean Association For Science Education
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• v.11 no.1
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• pp.37-50
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• 1991

The CAI (Computer-Assisted Instruction) system for science teaching has been increasing both in quantity and in quality during the last two decades. However, science learning by computer has not played a leading role in the science teaching process. Therefore, the purpose of this study was to analyze the effectiveness of tutorial CAI programs according to the learner's characteristics such as sex, inquiry skills, attitudes toward science subject, logical thinking skills, achievement motivation, science content achievement in science teaching. One group pretest-posttest design was used as an experimental design. The three tutorial science CAI programs were used for thirty males and females selected in grade eight. According to the analysis of CAI achievement scores the female students showed significantly higher (P<0.05) than the male students. Also, one-way analysis of variance was used to investigate the effects of interaction between sex and achievement motivation. The significant difference on the effects of interaction between sex and achievement motivation has not found. The effects of tutorial CAI between logical thinking skills, attitudes toward science subject, inquiry skills, achievement motivation, science content achievement according to upper and lower levels were investigated by using the statistical analysis of one-way ANOVA. The results indicate that tutorial CAI might provides a good opportunities for the improvement of science achievement to the lower level students of attitudes toward science subject, inquiry skills, science content achievement.

• Research in Mathematical Education
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• v.23 no.3
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• pp.135-147
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• 2020

What constitutes a good mathematics lesson plan? In their teacher education program, preservice teachers (PSTs) are trained for planning mathematics instruction but often have difficulty in evaluating existing lesson plans and creating their own lesson plans. The purpose of this narrative inquiry is to understand PSTs' experiences of evaluating or designing mathematics lessons that they perceive as being good. The narratives of three PSTs who pursue high school mathematics teaching certification will inform us not only of their perceptions of a good mathematics lesson and lesson plan but also their process of finding the one that exists or creating their own.

• Journal of The Korean Association For Science Education
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• v.17 no.3
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• pp.289-299
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• 1997

This study has been undertaken in the light of constructivist view of teacher education. Participant observation, unstructured interview and questionnaire were used to explore the process and the role of practicum in science teacher education. The subjects were 19 student teachers majoring in physics education; 8 had participated at boys junior high school, 11 at senior high school. The student teachers had very critical and negative perception on their school days' science lessons. They had expected to do 'better' in their practicum but there were only 3 to 5 opportunities of teaching under the umbrella of textbook. Explanation in the classroom and solving exercise problem were the main features of student teachers' lessons. Much of the lessons were similar when it is to same topic and the main reference for their lesson preparation was the textbook. The student teachers felt the design of teaching approach as the most difficult thing during their lesson preparation. They realized that teaching is harder than they thought and they should consider students' level and responses. Though they had become to have more positive perception on teaching job through their field experiences, their decision on job preference did not change. More than half did not want to be a teacher. The student teachers recognised the courses related with science education as the most useful to their teaching in practice among the program of college of education which they had taken. The experience of writing one lesson plan or teaching in front of their peers, designing a new demonstration equipment were recognised as valuable and helpful element of the courses. They proposed to reduce the amount of general education courses and to emphasize the courses relevant with science education and practicum. The limited opportunity of teaching in practicum was pointed out as problematic. Though the practicum was recognized as a 'good' experience to student teachers, it was confined by textbook and limited teaching opportunity. In conclusion, the practicum was not organized and implemented as a meaningful experience of science teaching and learning. There should be more structured studies on what kind of perceptions and experiences the student teachers had brought to the science teacher education program, how they interact with the elements of the program and how they affect to their science teaching. The structure and content of practicum also should be studied and developed so as to make practicum as a meaningful experience of science teaching and learning.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.11
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• pp.469-478
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• 2017

This study analyzed faculties' perceptions on the importance and performance of effective teaching behaviors. The effective teaching behaviors scale consisted of 40 items belonging to 8 factors. A survey was conducted with 86 faculties from 2 universities. It was found that the differences between the importance and performance levels of all items except for 'applying emphasis on important contents' were statistically significant. The scores of importance were higher than those of performance. The results of the IPA showed that 'keep up the good work' area included 19 items that those were high the scores of importance and performance. The 'concentrate here' area included 5 items that need to be improved for effective teaching. The first priority items needing to be improved were 1) Establishing instructional methods and strategies suitable for the objectives, 2) establishing clear objectives, appropriate examples and systematic classes, 3) providing questions, opportunities and appropriate feedback. We suggested that a faculty development program needs to be developed for effective teaching.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2012.10a
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• pp.481-484
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• 2012

Information subject in the revision educational curriculum actually devoted a good deal of space to increase problem-solving ability through programming learning. However, it is not easy for learners to be immersed in the programming teaching by using only computers, which leads to the heavy logical burden in learning. Therefore, many studies are being carried out on the programming teaching by using robots. Moreover, smartphones have been rapidly widespread in the past few years; as a result, the present immersion situation in smartphones and the side effect problems are on the rise. This study tried to develop a programming teaching model to have a significant synergy effect in programming teaching by using robots with the immersion effect in smartphones. This paper attempts to improve programming teaching effectively by introducing the special feature of smartphones: the immersion greatly needed to programming teaching.

• The Journal of Korean Association of Computer Education
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• v.6 no.4
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• pp.157-169
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• 2003

Teachers talked about the teaching and learning materials which were many but they were not always useful. Many teaching and learning materials called forth the quantitative expansion of them because of developing and delivering them after activating the education of using ICT. These results gave many teachers many advantages in comparison being in a difficult class because of few them. But, in spite of many good points, many teachers said that there were many materials but they were not useful and they could not find easily the fit material for themselves. These teacher's response based on the delivery method of teaching and learning materials is to be improved and the searching method of them is to be improved. To solve these problem, we proposed a method aobut the system for managing the quality of teaching and learning materials. It gives many teachers the advanced teaching and learning materials and the method for finding them more easy.

• Journal of the Korea Society of Computer and Information
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• v.17 no.12
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• pp.259-267
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• 2012

The objectives of this study are to study and propose the learning elements and it's teaching methods for Information Ethics by expert survey. In recent days, Internet is the new field of our living, but teaching the students in elementary and secondary schools the subject of Information Ethics which purpose is to have positive attitude of utilizing Internet is not properly executed. The first step to teach Information Ethics in schools is to choose the learning elements in Information Ethics. Therefore, this paper is to choose the learning elements and re-arrange them with point of view to elementary and secondary schools. And more, in order to teach the students the learning elements of Information Ethics effectively, we propose the proper teaching methods to the learning elements by teacher's survey. The learning elements and teaching methods in Information Ethics is not the perfect guide to teach students in school, but the output of this study will be the good guide to revise the Information Ethics-related curriculums and product the textbooks about Information Ethics.

• KIPS Transactions on Software and Data Engineering
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• v.2 no.1
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• pp.7-18
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• 2013

These days, the teaching and learning system has been increasing for the rapid advancement of the information technologies. We can access education systems of good quality anytime, anywhere and we can use the individually personalized teaching and learning system depending on developing the wireless communication technology and the multimedia processing technology. The more the various systems develop, the more software security systems become important. There are a lot kind of fault analysis methods to evaluate software security systems. However, the only assessment method to evaluate software security system is not enough to analysis properly on account of the various types and characteristic of software systems by progressing information technology. Therefore, this paper proposes an integrative method of Fault Tree Analysis (FTA) and Fault Modes and Effect Analysis(FMEA) to evaluate the security of e-teaching and learning system as an illustration.

• Journal of Korean Academy of Nursing
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• v.49 no.5
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• pp.526-537
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• 2019

Purpose: The aim of this study was to evaluate the validity and reliability of the Korean version of the Clinical Teaching Behavior Inventory (CTBI). Methods: The English CTBI-23 was translated into Korean with forward and backward translation. Survey data were collected from 280 nurses' preceptors at five acute-care hospitals in Korea. Content validity, construct validity, and criterion-related validity were evaluated. Cronbach's ${\alpha}$ was used to assess reliability. SPSS 24.0 and AMOS 22.0 software was used for data analysis. Results: The CTBI Korean version consists of 22 items in six domains, including being committed to teaching, building a learning atmosphere, using appropriate teaching strategies, guiding inter-professional communication, providing feedback and evaluation, and showing concern and support. One of the items in the CTBI was excluded with a standardized factor loading of less than .05. The confirmatory factor analysis supported good fit and reliable scores for the Korean version of the CTBI model. A six-factor structure was validated ($x^2=366.30$, p<.001, CMIN/df=2.0, RMSEA=.06, RMR=.03, SRMR=.05, GFI=.90, IFI=.94, TLI=.92, CFI=.94). The criterion validity of the core competency evaluation tool for preceptors was .77 (p<.001). The Cronbach's ${\alpha}$ for the overall scale was .93, and the six subscales ranged from .72 to .85. Conclusion: The Korean version CTBI-22 is a valid and reliable instrument for identifying the clinical teaching behaviors of preceptors in Korea. The CTBI-22 also could be used as a guide for the effective teaching behavior of preceptors, which can help new nurses adapt to the practicalities of nursing.